Tuesday, January 31, 2012

Earth Science hw 1/31/2012

**New deadline for EarthMoon project is Monday Feb. 6th, no exceptions!

Read and take notes for ch 17.3 + 4, pgs 455 - 463.

Monday, January 30, 2012

biology HW 1/30/2012

Read and take notes for CH 18.2 , pgs 524-531, on Viruses and Prions.

Correct Traits lab revisits and turn in by Monday , Feb 6th .

Friday, January 27, 2012

Earth Science

Earth Moon projects are due Thursday, Feb. 2nd:  This is a HARD deadline!!!

Read and take notes for ch 17.1 +17.2

Thursday, January 26, 2012

Wednesday, January 25, 2012

Earth science HW 1/25/2012

Read and take notes  for ch 11.1, pages 271- 277, on atmospheric basics. 

Tuesday, January 24, 2012

Biology HW 1/24/2012

Finish class activity "Is it Alive?'

Read and take notes for pg 401 - 407, Ch 14.2.  Q's: What modern orgasims ressemble the most likely organisms that first appeared on our planet? How are they similar?

Monday, January 23, 2012

Earth science HW

Finish packet and workcited research.

Create your quadrant based on worksheets and rubric given out in class.  All packet materials should be repsresented as visuals on your poster/visual representation.

Quadrants are due Feb. 2nd, 2012- This is a HARD deadline!!! Be ready!

Friday, January 20, 2012

Biology 1/20/2012

1)  Finish pedigree and questions for 'Drot Families" into your notebook.

2)  Read and take notes for Ch 14.1, pgs 392 - 400, on the history of life.

Earth Science HW 1/19/2012

EarthMoon packet notes and work cited are due Monday 1/23/2012

Wednesday, January 18, 2012

Biology 1/18/2012

1)  Finish 'Frida Kahlo and her Family"  questions and pedigrees into your notebook.

2) Final copy of Traits Lab on a seperate sheet of paper is due 1/20/12.  {Q,H,DT,OJ,A + C} see entry on Biology District Competancy posted 1/10/2012.

Tuesday, January 17, 2012

Earth Science HW 1/17/2012

1)  Keep working on Earth Moon EQ's packet- final info due mon. 1/23

2) Read and take notes for ch 28.3, pgs. 758-767.

Friday, January 13, 2012

Biology HW 1/13/2012

Start working on Traits lab final right up due Friday 1/20/2012

Complete Constructing a pegigree activity into your notebook

Constructing a Human Pedigree
Pre-Lab Discussion
Human traits are often difficult to study for several reasons. Unlike some organisms, which produce large numbers of offspring very quickly, humans reproduce slowly and produce few offspring at one time. Thus human traits must be studied through population sampling and pedigree analysis. A pedigree is a diagram that shows the phenotype of a particular genetic trait in a family from one generation to the next. Genotypes for individuals in a pedigree often can be determined with an understanding of inheritance and probability.
In this investigation, you will use both population sampling and pedigree analysis to observe human traits.

How can pedigree analysis help in the study of human traits?

Materials (per student)
No special materials are needed.

Part A. Interpreting a Pedigree Chart
1. Figure 1 is a pedigree, or a diagram of a family's pattern of inheritance for a specific trait.
2. Notice that in a pedigree, each person is represented by an Arabic number and each generation is represented by a Roman numeral. In this way, each person can be identified by a generation numeral and an individual number. Males are represented by squares and females by circles. Unshaded symbols (squares or circles) indicate people who are homozygous or heterozygous for the dominant trait. Shaded symbols indicate people who are homozygous for the recessive trait.
3. In Figure 1, 1-1 and I-2 are the parents. The horizontal line that connects them is called a marriage line. The vertical line that extends down from the marriage line connects the children to the parents. Children are listed in order of their births from left to right. In other words, the oldest child is always placed on the extreme left. In this pedigree, persons II-1, II-2, 11-3, 114, and II-5 are the children of persons 1-1 and I-2.
4. The trait being analyzed in Figure 1 is ear-lobe shape. There are two general ear-lobe shapes, free lobes and attached lobes. See Figure 2. The gene responsible for free ear lobes, represented by the capital letter E, is dominant over the gene for attached ear lobes, represented by the lowercase letter e. People with attached ear lobes are homozygous for the recessive trait and are represented as ee. In Figure 1, 1-1 and II-5 are homozygous recessive (ee) and have attached ear lobes. The people represented by the unshaded symbols have two possible genotypes: EE or Ee.
5. Use Figure 1 to complete questions 1 through 8 in Observations.
Part B. Constructing a Family Pedigree
1. In the space provided in Observations, draw the outline of a pedigree of your family or a family who lives near you. In the pedigree, include any grandparents, aunts, uncles, cousins, nieces, or nephews that live nearby. Number the generations and individuals.
2. The ability of a person to roll his or her tongue is the result of the dominant allele R. People who cannot roll their tongues have the genotype rr. People who can roll their tongues have the genotype RR or Rr. If you are developing a pedigree for your own family, determine if you can roll your tongue. See Figure 3.
3. If you cannot roll your tongue, enter the genotype rr in the space below your symbol on the pedigree.
4. If you can roll your tongue, enter the genotype R _ for the presence of the dominant gene in the space below your symbol on the pedigree.
5. If you are constructing a pedigree for your own family, survey additional members of your family for their ability to roll their tongue. If you are constructing a pedigree for another family, survey as many members of that family as possible.
6. Record the results of family members you tested in your pedigree.
Analysis and Conclusions
1. Would you expect the other students in your class to have tongue-rolling pedigrees that are identical to yours? Explain your answer.
2. Explain why you are not always able to determine the exact genotype for a trait of a person when you construct a pedigree.
3. If two parents are unable to roll their tongues, is it likely that they will have children who will be able to roll their tongues? Explain your answer.

Thursday, January 12, 2012

Earth Science HW 1/12/2013

Read and take notes for Ch 28.1 + 28.2,  The Earth-Moon-Sun system.

Also, all students should be working on individual informational packets for the EathMoon project. These should be completed and are due by Jan. 23rd.  Production will then begin and final products are due Feb. 2nd, this is a Hard deadline! i.e.  No late work short of an emergency.  Thanks.  Mr. Orth

Wednesday, January 11, 2012

Biology HW 1/11/2012

Read and take notes for Ch 11.2 + 11.3, pgs 302-315 on complex human inheritance.

Biology: District competancy - Trais Lab

This will be due Thursday Jan. 19th , 2012.

Traits Lab for District Competency (graphing skills, analysis and predictions)

Back ground:  This partial lab will be used to determine your science competency for the district.  It is expected that you should be able to complete this lab with a score of 70% or higher; scoring below this # in essence suggest that you do not have the skills needed to earn credit for this class.  You may continue to redo this lab until you have a 70% score.  But your grade on the lab for my class will only change if you earn the passing score by its due date or after the first revision.

Task:  This is a partial lab write up you will need to include the following for your final draft:
  1. Question:  Are dominant or recessive expressions of genetic traits most common in this class?
  2. Hypothesis:  Insert your educated answer to the question here
  3. Data Table:  must be ruled and include any observations that may affect data collection
  4. Analysis:  Using the good graphing rules create a bar graph that compares the # of students that have the dominant or recessive expression of each trait you test.  Questions 1) How would testing the entire 10th grade population affect your answer to the question?  2) Which trait(s0 were most commonly affected by environmental factors obscuring the genetic phenotype?
  5. Conclusion:  write your conclusion paragraph.  Restate the hypothesis, use evidence to support your comments, address sources of error and include a next step (social context is not required).
  1. Survey at least 25 people in class for the presence of at least 7 genetic traits.  Coordinate with your group members you may not all test the same traits (no more than 4 can be in common) for each table group.
  2. Describe any variations, environmental changes or other OBSERVATIONS of note that may influence the observance of the trait for each person tested.
    1. Don’t forget to keep track of who you test and any relevant observations about trait expression for each person tested.
  3. Once the data collection process is complete begin the analysis and conclusions.  This part can easily be completed at home.  Use REAL graph paper.

The Lab rubric/grading:
  • I will grade all parts of the Format section
  • Data Manipulation will be x3 pts a score for data tables, graphs and analysis questions
  •  And all of the Conclusion section should be included with all sections (except Logic) worth x2 pts.

Tuesday, January 10, 2012

Earth Science HW 1/10/2012

Find 1-2 pages of preliminary researchs about the earth and moon.  You you should use 3 or sources and keep track for your final work cited page.    Below is the project guide sheet to remind you.

You and your fellow group members are going to:
·         Independently research an aspect of the Earth and Moon system (matter, inside, surface, interaction).
·         Cooperatively design and create a unique graphic representation of your text research for the Earth and Moon.
·         Develop skills in varied source research (text, reference, and online) and in cooperative group work.

In class, I will provide activities and other materials to give everyone a general understanding of the main concepts related to each Earth/Moon quadrant for the final exam.  I will provide some class time for project poster production, but group members should exchange phone numbers and/or email addresses for contact outside of class.  Groups will be determined after the Winter break.

An individual grade will be determined for group members based on the completion of their quadrant research notes and a works cited page.  You will have approximately one day in the library for text research and one day in the computer lab for completing research notes and citations.  Focused and productive students might complete all of their research on these days.  I recommend students also use their textbook at home and in most cases students will need to complete research and citations outside of class.

A group grade will be determined by the group’s ability to cooperatively produce a poster/diagram (or other format) of their Earth and Moon research through illustrations, diagrams and tables.  A poster rubric will be provided after research is completed.
Note:  students that do not do the individual research portion of this project will not be able to earn a passing grade on the project!  Cooperating is essential to success, the highest scores always occur when everyone in the group does more than what they are expected. 

Calendar:  (subject to change as needed)
  • Preliminary research (50pts ): 1-2 pages of general back ground info             Due 1/12/2012
  • Majority of quadrant research packet should be illustrated on poster and work     Due week of
cited page: 3 sources, minimum including text book. (50pts)                               1/27/2012                                                                            

·         Final poster/revised research & works cited page Deadline                       Due 2/2/2012

·         Individual and Group cooperative grades                                                        Due 2/2/2012

Complete the form below, copy the info into your notebook with contact information (phone # and/or email) and turn in cut out to the In Box

Group member:                                                             Topic research:

(Mark the total number of group members that have access to the following resources at home, relevant to the Earth and Moon)
___Computer  ___Encyclopedias  ___Internet access  ___books  ___Magazines

Monday, January 9, 2012

Biology 1/9/2012

All classes : Read and notes for ch 10.3 pg 283-286 and Ch 11.1 , pg 296-302.  

4th period: finish Minilab 10.1 on pg 281, refer to pictures of attatched and free earlobes on pg 270 for reference

Friday, January 6, 2012

Earth science hw 1/6/2012

1)  Read handout on EarthMoon project and think about who you would like to partner with.  Begin preliminary research on Earth moon basics, due thurs. 1/12/2012

2) Read and notes for ch 29, pg 774 - 797 , on our solar system.

Thursday, January 5, 2012

Biology HW 1/5/2012

2nd period: 1)  Read and notes for ch 10.2 on mendallian genetics, pgs 277 - 282.
                   2)  Minilab on pg 281 (see picture on pg 270 showing the differnet ear phenotypes to help you.)

4th period:  Read and notes for ch 10.2 on Mendallian genetics, pgs 277 - 282.